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Article
An Institute for Backward Children in Rome
Available from: HathiTrust
Publication: British Medical Journal, no. 2094
Date: Feb 16, 1901
Pages: 438
Children with disabilities, Europe, Inclusive education, Italy, People with disabilities, Southern Europe
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Abstract/Notes: This is also available from PubMed: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2400334/?page=1
Language: English
ISSN: 0007-1447
Article
The Montessori Model in Puebla, Mexico: How One Nonprofit Is Helping Children
Available from: ProQuest
Publication: Montessori Life, vol. 20, no. 1
Date: 2008
Pages: 20-25
Americas, Central America, Latin America and the Caribbean, Mexico
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Abstract/Notes: In this article, the author discusses how the JUCONI Foundation in Puebla, Mexico is helping children. (JUCONI is an acronym for "Junto con los Ninos", or "Together with the Children)." This Mexican nongovernmental organization (NGO) has been successfully working with distressed families and children in Puebla since 1989. For the JUCONI Foundation, success means breaking destructive cycles of poverty and abuse, and reintegrating children and parents into society, where it is possible for them to attain education and steady jobs. With a success rate greater than 80 percent, JUCONI has been recognized for its innovative work by such organizations as UNESCO, the World Bank, the European Union, the British government, and the International Youth Foundation. The JUCONI Foundation helps 350 children and 150 families a year. The JUCONI Day Center offers educational and therapeutic services to families and children (up to age 13) working in the markets and provides a Montessori model of education for children ages 18 months to 5 years. Children attend a child-friendly center where they engage in activities designed to foster their creativity, curiosity, and independence. Based upon the guiding principle of fostering a love of learning in children through self- and teacher-initiated experiences, the JUCONI Day Center benefited from the teachings of an experienced guide who played a key role in the implementation of the Montessori model. The Montessori model for the younger children prepares them for the challenges of public education. It is an integrated program designed to help the children realize their emotional, cognitive, social, and physical potential, so they can benefit more from the services available to them.
Language: English
ISSN: 1054-0040
Article
Kids Korner [poems by children]
Publication: The National Montessori Reporter, vol. 21, no. 1
Date: 1997
Pages: 6–7
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Language: English
Article
Kids Korner [poems by children]
Publication: The National Montessori Reporter, vol. 21, no. 3
Date: 1997
Pages: 6–7
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Language: English
Article
Newsboard: Montessori Children Impress Minister of Education
Publication: Montessori Voices [Montessori Aotearoa New Zealand], vol. 50
Date: Jun 2008
Pages: 19
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Abstract/Notes: MANZ conference 2008, Napier
Language: English
ISSN: 1178-6213, 2744-662X
Article
Parents Must Play Active Role in Children's Education
Available from: Digital Library of the Caribbean
Publication: Barbados Advocate (Bridgetown, Barbados)
Date: Mar 30, 2019
Pages: 4
Americas, Barbados, Caribbean, Latin America and the Caribbean
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Abstract/Notes: Discusses Inspire Academy which purports to "blend" the curriculum "with some Montessori techniques".
Language: English
Article
Le Château des Enfants au Cap d'Antibes [The Children's Castle in Cap d'Antibes]
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: La Nouvelle éducation, no. 24
Date: Apr 1924
Pages: 36-37
Europe, France, Western Europe
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Abstract/Notes: Includes a mention of the Montessori materials used by Mrs. Davison.
Language: French
ISSN: 2492-3524
Article
Out of Africa [Waterfalls SOS Children's Village, Harare, Zimbabwe]
Publication: Montessori Courier, vol. 1, no. 6
Date: Feb 1990
Pages: 12–13
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Language: English
ISSN: 0959-4108
Article
Language Flowering, Language Empowering: 20 Ways Parents and Teachers Can Assist Young Children
Publication: Montessori Life, vol. 13, no. 4
Date: 2001
Pages: 31–35
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Language: English
ISSN: 1054-0040
Article
The Influence of the Integrated Preschool Adaptive Curriculum on Children's Readiness For First-grade Registration
Available from: University of Tuzla (Bosnia and Herzegovina)
Publication: Društvene i humanističke studije [Social and humanistic studies], vol. 6, no. 2(15)
Date: 2021
Pages: 227-250
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Abstract/Notes: A framework law on preschool education in Bosnia and Herzegovina from 2007 requires all preschool institutions to apply and practice inclusion as well as the compulsory preschool education in a year before children start school. The same law emphasizes that children with developmental disabilities should be included in preschool institutions according to programs adapted to their individual needs. Namely, the goal of applying inclusion in kindergartens is directed towards giving every child the opportunity to progress following their abilities. In that sense, to realize inclusion it is necessary to provide important preassumptions such as curriculum, methods of work, didactic tools, professionally educated team, and permanent assistants in individual assistance. Children with developmental difficulties deal with additional discrimination because most preschool institutions do not have the above-mentioned preassumptions for work and they are often excluded from the educational process. To find the solution to this problem, the focus of this paper is aimed at choosing a curriculum that will enable each child with an equal opportunity in life. In this context, a group of experts who completed the Montessori specialization have created the Integrated Preschool Adaptive Curriculum (IPAC) that is intended for inclusive kindergarten groups. The basis for its development was the contextual and dynamic assessment of abilities, knowledge, and skills of children who attended kindergarten a year earlier and worked according to the methodology of Montessori teaching and techniques. In this paper, we intend to present the results of a three-year study that was based on examining the impact of the Integrated Preschool Adaptive Curriculum (IPAC) on children's readiness to go to school. Readiness in this context considers reaching a certain degree of maturity in cognitive, socio-emotional, and physical development as well as in specific abilities in the cultural, hygienic, and work habits domain.
Language: Bosnian
DOI: 10.51558/2490-3647.2021.6.2.227
ISSN: 2490-3647, 2490-3604